Teaching for Lifelong Learning by Solution Tree

How to Prepare Students for a Changing World How can teachers ensure students will continue to challenge and educate themselves after graduation so they can succeed throughout their lives? In Teaching for Lifelong Learning: How to Prepare Students for a Changing World, author Elliott Seif distinguishes a four-phase instructional framework: (1) setting the stage, (2) building the foundation, (3) deepening learning, and (4) providing closure. With the framework and coordinating strategies, K–12 educators facilitate key goals, criteria, and principles to support learning beyond the classroom. When educators align their curriculum and assessments with the principles and criteria for lifelong learning, students can continually show essential skills like making connections, synthesizing ideas, and collaborating.

Bena Kallick

Cofounder and Codirector, Institute for Habits of Mind and Habits Personalized

For teachers who aspire to teach in ways that prepare their students for the road ahead of them rather than for a life in decades past , this book is a valuable guide. Drawing on knowledge and insight built over a distinguished career, S eif combines clear thinking, analysis of contrasting classroom scenarios, oppor tunit y for readers to interact with the text , and rich resources for fur ther learning.

Carol Ann Tomlinson

William Clay Parrish Jr. Professor, School of Education and Human Development, University of Virginia

TEACH I NG for LIFELONG LEARNING

TEACHING for LIFELONG LEARNING

Teaching for Lifelong Learning is a rich and informative book that kept me inspired and learning something new throughout my reading. Although I have been working with Understanding by Design, Elliott shed new light on how to design a practical curriculum that is adaptable for now and the future. I share his passion for reimagining learning and am grateful that he put together so many of the threads that will make this a tapestry for our return to shaping new learning environments.

Readers will: z Gain strategies and activities specific to each instructional phase, plus a core set of activities that work across all four phases z Support students as independent learners through four key educator goals—(1) develop a growth mindset in students, (2) build a foundation of key understandings and skills, (3) deepen learning, and (4) broaden and enrich student experiences

Visit go.SolutionTree.com/21stcenturyskills to download the free reproducibles in this book.

z Review examples of the four instructional phases in various student-centered elementary, middle, and high school classrooms z Understand why civics education is important to lifelong learning and receive resources and guidelines for creating a civics education curriculum

ISBN 978-1-951075-47-7 90000

9 781951 075477

ELLIOTT SEIF

SolutionTree.com

z Know what lifelong learning criteria to look for when auditing an existing curriculum or choosing or designing a new one

TEACHING for LIFELONG LEARNING How to Prepare Students for a Changing World

Copyright © 2021 by Elliott Seif Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher. 555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@SolutionTree.com SolutionTree.com Visit go.SolutionTree.com/21stcenturyskills to download the free reproducibles in this book. Printed in the United States of America

Library of Congress Cataloging-in-Publication Data Names: Seif, Elliott, author. Title: Teaching for lifelong learning : how to prepare students for a changing world / Elliott Seif. Description: Bloomington, IN : Solution Tree Press, [2021] | Includes bibliographical references and index. Identifiers: LCCN 2020046088 | ISBN 9781951075477 (paperback) | ISBN 9781951075484 (ebook) Subjects: LCSH: Critical thinking--Study and teaching. | Problem solving--Study and teaching. | Student-centered learning. | Curriculum enrichment. | Learning, Psychology of. Classification: LCC LB1590.3 .S36 2021 | DDC 371.39/4--dc23 LC record available at https://lccn.loc.gov/2020046088 Solution Tree Jeffrey C. Jones, CEO Edmund M. Ackerman, President Solution Tree Press President and Publisher: Douglas M. Rife Associate Publisher: Sarah Payne-Mills Art Director: Rian Anderson Managing Production Editor: Kendra Slayton Copy Chief: Jessi Finn Senior Production Editor: Tonya Maddox Cupp Content Development Specialist: Amy Rubenstein Copy Editor: Mark Hain Proofreader: Elisabeth Abrams Text and Cover Designer: Kelsey Hergül Editorial Assistants: Sarah Ludwig and Elijah Oates

Table of Contents Reproducible pages appear in italics .

About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Foreword by Jay McTighe. . . . . . . . . . . . . . . . . . . . . . xv Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Education for Lifelong Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 About This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 My Hope for This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflections—Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Action Steps—Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Learning Principles and Suggestions for Teaching and Learning . . . . . . . . . . . 14 CHAPTER 1

Understanding Educator Goals That Support Students’ Lifelong Learning. . . . . . . . . . . . . . . . . . . . 17 Two Different Learning Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Scenario One. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Scenario Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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Lifelong Learning G oals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 G oal One: D eveloping a Grow th Mindset in Students . . . . . . . . . . . . . . . . . . 2 2 Curiosit y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 Essential Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 G oal Two: Building a Foundation of Key Understandings and Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Identif ying C ore C ontent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Identif ying Foundational Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 G oal Three: D eepening Learning and D eveloping Independent Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 G oal Four: Broadening and Enriching Experiences. . . . . . . . . . . . . . . . . . . . . 33 Reading Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Unit and Theme Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Enrichment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Passion Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Reflections— Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Action Steps— Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 G oals , Experiences , and Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 CHAPTER 2

Adapting Instruction for Lifelong Learning . . . . . . . 41 A Musical Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Over view : The Four Phases of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Phase One: Setting the Stage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Phase Two: Building the Foundation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4 Phase Three: D eepening Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4 Phase Four: Providing Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 A Four-Phase Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Underlying Principles of Lifelong Learning Instruction . . . . . . . . . . . . . . . . . . . . . 47 Research-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Productive Struggle and Independent Learning . . . . . . . . . . . . . . . . . . . . . . . 48 Grow th and Improvement Through Assessment and Feedback. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Learning Progressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Phase -Related Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

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Phase One Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Activators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 G oal Sharing and Question Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . 52 Productive Question D evelopment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 C ontext Providers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 KWL Activit y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Ar ts and Ar tifact Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Phase Two Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Guided C oncept-D evelopment Activities . . . . . . . . . . . . . . . . . . . . . . . . . 55 Sequencing and Patterning Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Reading-for-Understanding Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Writing Process and Writer ’s Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . 58 Research-Inquir y Skill-Building Activities. . . . . . . . . . . . . . . . . . . . . . . . . 59 Thinking Routine Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 C ooperative Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Phase Three Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Phase Four Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Strategies for All Phases of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Interactive Notebooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Open-Ended Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Per formance Tasks and Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 V isual Learning Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Self-Reflection Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lesson D esign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Reflections— Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Action Steps— Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 7 Lifelong Learning Instruction Recommendations . . . . . . . . . . . . . . . . . . . . . . . 78 Instructional Plan for a Unit of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 CHAPTER 3

Assessing for Lifelong Learning. . . . . . . . . . . . . . . . 81 Diagnostic Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Formative Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Formative Assessment Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Formative Assessment Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

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D evelop and Share C ore Target G oals. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Provide Examples of Excellent , Proficient , and Poor Work . . . . . . . . . . 86 Give Precise Feedback and Suggest Specific Improvement Steps. . . . 86 Engage Students in the Improvement Process . . . . . . . . . . . . . . . . . . . . 86 D on’t Grade Students During the Improvement Process. . . . . . . . . . . . 87 Summative Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Assessments That Function Formatively and Summatively . . . . . . . . . . . . . . . . . 88 Limited-Response Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Interactive Notebooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Open-Ended Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Per formance Tasks and Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 V isual Learning Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Self-Reflections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Informal and Criterion-Referenced Assessments. . . . . . . . . . . . . . . . . . . . . . 94 Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Por tfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 D eveloping Por tfolios. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Presenting Por tfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Assessment Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Create a Power ful Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Create Master y, Not Myster y, Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Treat Assessment as a Friend, as an “Act of Love”. . . . . . . . . . . . . . . . . . . . 100

Reflections— Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Action Steps— Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Audit of Current Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 CHAPTER 4

Developing a Lifelong Learning Curriculum. . . . . . . 105 Curriculum Characteristics That Promote Lifelong Learning . . . . . . . . . . . . . . . 106 Focuses Learning Around a C ore Set of Understandings, Big Ideas, and Essential Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Actively Engages and D evelops Student Curiosit y and Interest . . . . . . . . 107 Integrates the Learning and Practice of Key Lifelong Learning Skills. . . . 108 Organizes Instruction to Suppor t Lifelong Learning Education G oals . . . 108

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Includes Varied and Valid Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Provides Oppor tunities to Build on Previous Learnings, Learn From Helpful Feedback , and Grow Learning Over Time . . . . . . . . . . . . . . 109 Promotes C oherence and Learning Progressions. . . . . . . . . . . . . . . . . . . . . 110 Includes Many Types of Materials and Resources, Including Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Takes Into Account Diverse Student Abilities, Interests, and Needs. . . . . . 111 Encourages Interdisciplinar y C onnections. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Builds In Outside and Authentic Learning Experiences. . . . . . . . . . . . . . . . . 112 Is Well Organized and Easy to Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Three Ways to Use Lifelong Learning Characteristics to Improve the Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Analyze the Current Curriculum Against the Characteristics of a Lifelong Learning Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Select and Adopt a Lifelong Learning—Friendly Curriculum . . . . . . . . . . . . . 114 Modif y the Curriculum Using Understanding by D esign. . . . . . . . . . . . . . . . . 114 Unit Redesign With UbD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Unit Planning Stage One: Identif ying Lifelong Learning G oals . . . . . . . . . . . 117 Unit Planning Stage Two: Identif ying Key Assessments. . . . . . . . . . . . . . . . . 118 Unit Planning Stage Three: Planning Instruction. . . . . . . . . . . . . . . . . . . . . . . 118 Curriculum Guides for Parents and the C ommunit y at Large . . . . . . . . . . . . . . . . 119

Reflection Questions— Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1 Action Steps— Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 2 Curriculum Rating System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Citizenship Unit for Elementar y School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Science Unit for Middle School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 9 Poetr y Unit for High School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 CHAPTER 5

Including Project-Based Learning and Civics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Project-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 PBL and Lifelong Learning Knowledge G oals and Skills. . . . . . . . . . . . 143 Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 4 PBL and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

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Civics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 D evelop a Classroom Current Events Program . . . . . . . . . . . . . . . . . . . . . . . 150 Regularly Examine Current Events at All Levels . . . . . . . . . . . . . . . . . . 150 Integrate Current Events Into C ourses and Programs. . . . . . . . . . . . . . 151 Rethink Instruction and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Create a Strong Civics Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Reflections— Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Action Steps— Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 CHAPTER 6

Taking the Next Steps . . . . . . . . . . . . . . . . . . . . . . . 159 Essential Features of Lifelong Learning Classrooms. . . . . . . . . . . . . . . . . . . . . . 159 Steps Toward a Lifelong Learning Education: Change Principles. . . . . . . . . . . . . 161 Plan Loft y G oals and Exer t Discipline in Implementing Them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Work to G et There Methodically and Gradually . . . . . . . . . . . . . . . . . . . . . . . 162 Tr y Several Ideas Before D eciding on One to Implement. . . . . . . . . . . . . . . 163 Plan Ahead and Be C autious. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Two Examples of Putting These Principles Into Practice . . . . . . . . . . . . . . . . . . . 164 An Elementar y Teacher Fosters Lifelong Learning . . . . . . . . . . . . . . . . . . . . 164 A Secondar y Teacher Fosters Lifelong Learning. . . . . . . . . . . . . . . . . . . . . . 167 The Four-Phase Instructional Framework for Planning and Implementing Lifelong Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Step One: Set the Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 D evelop an Initial Understanding of What a Lifelong Learning Education Means . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Pose and Discuss Initial Essential Questions . . . . . . . . . . . . . . . . . . . . . 17 1 Create a Lifelong Learning Education Mission and V ision. . . . . . . . . . 172 Explore the Student Outcome Implications of a Lifelong Learning Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Analyze Current Lifelong Learning Education Strengths and Obstacles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 D evelop an Initial Implementation Plan. . . . . . . . . . . . . . . . . . . . . . . . . . 174 Step Two: Build the Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 D etermine and Share What Is Currently In Place . . . . . . . . . . . . . . . . . 175 Research, Pilot , and Incorporate New Strategies. . . . . . . . . . . . . . . . . 175

Table of Contents

Revisit and Reexamine the Mission, V ision, Outcomes, and Implementation Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Step Three: D eepen Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Pilot , Implement , and C ontinue to Refine Ideas and Practices. . . . . . 175 D evelop Original Ideas for Implementing Lifelong Learning. . . . . . . . 176 Share With and Learn From Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Step Four: Provide Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 C ontinue to Refine the Mission, V ision, and Practices. . . . . . . . . . . . . 176 C ommunicate and Share Ideas and Best Practices With Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Reflections— Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Action Steps— Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 D esigning a Lifelong Learning Education Professional D evelopment Plan . . . 180 Planning Tool for Creating a Mission and V ision Statement . . . . . . . . . . . . . . 182 Lifelong Learning Education Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Epilogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 References and Resources . . . . . . . . . . . . . . . . . . . 189 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

About the Author

Elliott Seif, PhD, is an educational consultant, author, school volunteer, and public school advocate. He was a social studies teacher, a professor of education at Temple University, and the Director of Curriculum and Instruction Services for the Bucks County Intermediate Unit, an educational service agency for Bucks County, Pennsylvania. At the Bucks County Intermediate Unit, Seif provided leadership in curriculum and instruction training and reform, and he developed, led, or participated in more than fifty program reviews for Bucks County school districts. He has conducted professional development programs with numerous schools and school districts throughout the United States and abroad on a variety of topics, including standards-based education, thinking-skill development, instructional improvement, assessment issues, and curriculum development using Understanding by Design (UbD). Seif is the author of many books, handbooks, articles, commentaries, and reports, including a textbook on the teaching of elementary social studies. His published articles include “Social Studies Revived” and “You Can Teach for Meaning” (with Jay McTighe and Grant Wiggins) in Educational Leadership, the journal of the Association for Supervision and Curriculum Development (ASCD). He and Jay McTighe also coauthored a chapter, “An Implementation Framework to Support xiii

xiv

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21st Century Skills,” in 21st Century Skills: Rethinking How Students Learn for Solution Tree Press. Seif was also a member of the ASCD Understanding by Design cadre and the ASCD UbD faculty. He has assisted numerous schools and school districts throughout the United States and abroad in using UbD to improve educational practice and co-taught ASCD UbD professional development institutes with Jay McTighe, codeveloper of UbD. Seif has received many awards for his accomplishments, including from ASCD, the Pennsylvania Association of Intermediate Units, the Pennsylvania Association for Supervision and Curriculum Development, and the Bucks County schools. Seif received a master of education degree from Harvard University and a doctorate from Washington University in St. Louis in curriculum research and development. To learn more about Elliott Seif ’s work, visit www.lifelonglearninged.org or follow @elliottseif on Twitter. To book Elliott Seif for professional development, contact pd@SolutionTree.com.

Introduction If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

—John Dewey

ave you ever played a video game? Most games have levels—easiest to play at level one, hardest at the highest level. With continued and persistent practice, a player gradually improves the required skills over time, and moves to the next level. The higher the level, the more challenging and complicated the game. Mastery requires practice. It seems to me that school should be like that, too. Students begin at initial levels of learning in the early grades by learning how to read, learning new vocabulary and concepts, developing an understanding of the natural and social world through science and social studies, and exploring the arts. Students should also have the opportunity, at an early age, to develop and practice skills as researchers, writers, listeners, collaborators, and thinkers. As they develop content knowledge, understanding, skills, and behaviors and attitudes that promote learning, they are increasingly challenged. They—hopefully—continually improve their abilities to interpret, analyze, and synthesize knowledge and develop a more sophisticated understanding of key ideas. They get opportunities to write more analytically and persuasively. Ideally, they learn to solve complex problems and be creative and original in their thinking. Also, as they develop a knowledge and skill base, they should learn both independently and interdependently. By graduation at grade 12, they should be curious explorers who are interested in learning, ask good questions, conduct solid research, think critically 1

TEACHING FOR LIFELONG LEARNING

and creatively, and communicate well. In other words, they should be good at learning to learn—to be able to do their work and learn at high levels both independently and collaboratively. Research on how people learn supports this more active, growth-oriented way of thinking about learning (Bransford, Brown, & Cocking, 1999; Colvin, 2008; Dweck, 2006, 2015; Hattie, 2012; Mehta & Fine, 2019; National Research Council, 2005; Shenk, 2010). In Mindset: The New Psychology of Success, Carol S. Dweck (2006) describes how the development of a growth mindset, instead of a fixed mindset, enables students to seek challenge and thrive on change. Citing considerable research, educators and authors Jal Mehta and Sarah Fine (2019) suggest that teachers need to help students explore, conjecture, and construct their own learning. They need to “bring to the fore student thinking . . .and create a collaborative culture in which this kind of thinking and learning can thrive” (pp. 13–14). Engagement, motivation, interest—even passion for learning—become important. Basing its assertion on the latest research, the National Academies of Sciences, Engineering, and Medicine (2018) describes learning this way: “Learn” is an active verb; it is something people do, not s o m e t h i n g t h a t h a p p e n s t o t h e m . P e o p l e a re n o t p a s sive recipients of learning, even if they are not always aware that the learning process is happening. Instead, through acting in the world, people encounter situations, problems, and ideas. By engaging with these situations, problems, and ideas, they have social, emotional, cognitive, and physical experiences, and they adapt. These experiences and adaptations shape a person’s abilities, skills, and inclinations going forward, thereby influencing and organizing that individual’s thoughts and actions into the future. (p. 12)

This active, growth-oriented way of thinking about teaching and learning is also critical to preparing students for a changing world and an uncertain future. Since the early 1980s, the relentlessly changing economy, with growth built around new technologies and innovation, has emphasized the development of information, technology, and service-based workplaces (Moretti, 2013). Good jobs in health care, finance, technology, and even industry usually require higher-level skill sets. Manufacturing jobs often require significant science, technology, engineering, and mathematics (STEM) skills. Millions of people no longer work a full-time job: they are contract workers, adapting to continuously developing new opportunities and gaining employment through their own proactive initiative (Wakabayashi, 2019).

Introduction

Many become entrepreneurs and start their own businesses, which require high levels of specialized knowledge, research, thinking, creativity, and communication skills. Continuing education that is geared to new types of training and upgrading of skills is critical. Artificial intelligence is changing the very nature of how machines communicate with humans, both increasing the power of human thinking and substituting machine thinking for human thinking. The Human Genome Project (National Human Genome Research Institute, n.d.) has changed the way we think about life itself. Climate changes are affecting the lives of billions around the world as the earth warms, the seas rise, and the weather intensifies. The COVID-19 virus pandemic seriously disrupted the lives of billions of people around the world (World Health Organization, 2020). We are unsure of what its lasting results will be on the economy, culture, and politics. The way students need to be prepared to participate in civic life has also changed. There has been an explosion of civic information and ideas, with very diverse points of view and a lot of suspect information and propaganda. Citizens from the U.S. and elsewhere across the world need broad knowledge about the basics of history, economics, government, and democratic values, and deeper knowledge and understanding of fundamental citizenship understandings and skills. All citizens need a working knowledge of scientific topics and the methods science uses to validate information, as well as the skills needed to understand and sort through the complexities of many challenging issues, such as health care, immigration, international relations, economic inequality, and education. Citizens must have an understanding of the market economy and the economic complexity of a modern society, both local and global. It is also critical for every citizen to learn how to proactively participate in the civic life of the community, state, province, and nation, be open to different perspectives, new ideas, and new ways of thinking, and be able to civilly dialogue with others who have differences in perspective and come from different cultures. These societal changes and citizenship needs, coupled with updated research and understanding of how people learn, strongly suggest the need for a challenging, highlevel education that raises the bar for all students. As indicated in table I.1 (page 4), these changes include, among other things, growth in understanding and complex skill development over time, greater engagement, purposeful learning, active understanding, more complex thinking and problem solving, and more effective collaborative learning. These learning principles and their practical implications, adapted from work originally developed by education author Jay McTighe and Seif (2010),

TEACHING FOR LIFELONG LEARNING

guide the ideas and practices suggested in this book. You can use the reproducible “Learning Principles and Suggestions for Teaching and Learning” (page 14) for your own examination of these ideas.

TABLE I.1: Learning Principles and Education Implications

P r i n c i p l e o f Le a r n i n g

Implications

Meaningful learning is active and engaging.

Students should be actively engaged in the learning process and not be passive recipients of knowledge.

Learning is purposeful and contextual.

Learning should be focused on relevant and interesting questions, significant problems, and meaningful challenges.

Exper ts organize or chunk their knowledge around transferable core concepts or big ideas.

Learning should be framed around understanding and applying core ideas, not as learning separate, discrete facts and skills.

Learning is mediated and enhanced through different t ypes of thinking.

Students should be engaged in many t ypes of thinking to deepen and apply their learning, such as by classif ying and categorizing, reasoning inferentially, analyzing, and thinking creatively.

Understanding is revealed and demonstrated when students can apply, transfer, and adapt their learning to new and novel situations and problems.

Students should have multiple oppor tunities to apply their learning in meaningful and varied contexts.

New learning is built on and integrated with prior knowledge.

Teachers should help students actively connect new information and ideas to what they already know.

Learning is social.

Students should have multiple oppor tunities for interactive, collaborative learning in a suppor tive environment .

Learning is more likely to occur when students have a grow th mindset .

Students should have oppor tunities to be curious, ask questions, take learning risks, and learn from failure. They should often be provided with feedback that helps them improve their work .

Introduction

Learning is nonlinear; it develops and deepens over time.

Students should be involved in revisiting core ideas and processes so as to develop deeper, more complex, and more sophisticated learning over time.

Learning increases when students are interested in what they are learning.

Teachers should make ever y effor t to find ways to interest students in what they are learning. Where possible, students should be given choices— of courses to take, projects to do, books to read, assessments used to evaluate, and more.

Sources: Bransford, Brown, & Cocking, 1999; Colvin, 2008; Dweck, 2006; Hattie, 2012; McTighe & Seif, 2010; Mehta & Fine, 2019; National Research Council, 2005; Shenk, 2010.

In addition, many of the qualities necessary for future workers and citizens focus not only on cognitive skill development but also around the development of soft skills, including communication and self-management, and critical habits of mind, including persistence and metacognition (Costa & Kallick, 2000, 2008). Employers at Google (as cited in Strauss, 2017) assert that the most important qualities of its top employees include: Being a good coach; communicating and listening well; possessing insights into others (including others’ different values and points of view); having empathy toward and being supportive of one’s colleagues; being a good c r i t i c a l t h i n k e r a n d p ro b l e m s o l ve r ; a n d b e i n g a b l e t o make connections across complex ideas.

The big surprise was that STEM expertise came in dead last in their list of important skills (Strauss, 2017)! A critical link among these soft skills and habits of mind is the ability to continually relate to and work with others, learn and grow, face challenges, solve problems, and retool in light of a changing economy and society. I find that the name that best incorporates research-based learning principles and preparing students to adapt to societal changes is lifelong learning. There are other names used by other authors who also suggest this type of learning—deep learning (Mehta & Fine, 2019) is one, and learning that lasts (Berger, Woodfin, & Vilen, 2016) is another. In this book, deep learning is only one part of a lifelong learning framework. There are many other ways to create learning that lasts other than the approaches suggested in this book. I use the term lifelong learning because it best

TEACHING FOR LIFELONG LEARNING

suggests the type of learning that is needed—relevant, engaging, challenging, and interesting, with a focus on developing, over time, a complex knowledge base, critical skills, growth mindset, and the ability to learn and problem solve independently and interdependently. A lifelong learning education prepares students not only for the present, but also prepares them to be continuous learners who are able to learn and grow and deal with the challenges of a changing and uncertain world.

Education for Lifelong Learning

Education is at a crossroads. On the one hand, many classrooms and schools still provide a traditional educational approach, using a model similar to one that has been around for many years. This approach generally does not encourage or enhance student curiosity or promote a growth mindset. Too few students are enveloped in learning experiences that deepen their understanding of key concepts in subject areas, or raise the level of their thinking, or enable them to create their own interpretations, explanations, and narratives. For example, Mehta and Fine (2019) find that the typical instructional approach in secondary schools is passive, low-level learning, mostly around textbook reading and assignments, lectures and recitations, and formula plug-ins (mathematics). As they observed in the many high schools that they visited: Students who had been chattering excitedly in the hall only a moment before sat stone-faced in class. Students told us over and over that they couldn’t see the point of what they were doing, that there was little connection to any real-world application, and that they came to school mainly to see their friends and participate in extracurriculars, or to get to college. (p. 17) In classroom after classroom, students were not being challenged to think. Roughly speaking, about four out of five classrooms we visited featured tasks that were in th e b ottom h al f of B l oom’s taxonomy, asking stud e nts to recall, comprehend, or apply, rather than to analyze, synthesize, or create. Another way of putting this: if we stapled ourselves to a student for a day, we likely would encounter one class, or occasionally two, that presented g e n u i n e o p p o r t u n i t i e s fo r c r i t i c a l t h i n k i n g o r a n a l y s i s . C o n s i s t e n t w i t h p r i o r s t u d i e s , t e a c h e r t a l k fa r o u t ra n student talk; the modal task for students continues to be to take notes on teacher-delivered content about pre-

Introduction

e s t a b l i s h e d k n ow l e d g e . M a t h t a s k s c o n t i n u e d , o n t h e whole, to be algorithmic, asking students to apply existing formulas to a series of practice problems. (Mehta & Fine, 2019, pp. 24–25)

Another study (Nehring, Charner-Laird, & Szczesiul, 2017) finds that in nine high-performing secondary schools, most teaching tasks require little complex thought and usually focus on recall or simple application; content was sometimes offered “at a blistering pace” (p. 40); only seven of twenty-two classrooms observed had a “depth and breadth of intellectual demand” (p. 41); and typical traditional assessments were “associated with a limited range of skills” (p. 42). A comment by a former student (as cited in Soots, 2020) sums up many of the problems high school students face as they try to get a rigorous, relevant education: I d i s l i k e h ow A P c l a s s e s p ro m p t s t u d e n t s t o p r i o r i t i z e passing a test over being intellectually engaged with the course material. For many AP classes, my peers and I wo r r y a b o u t g e t t i n g a 4 o r 5 o n t h e e x a m , ra t h e r t h a n retaining what we learn. In my Spanish Literature class this year, we are flying through the long list of texts the course expects us to cover but lacking time to thoughtfully focus on each text.

In elementary classrooms, some teachers provide limited opportunities for students to read and think about substantive literature, engage students in meaningful science activities, understand geographic cultures and historical concepts, or analyze the work of great artists. For example, education journalist Natalie Wexler (2019b) explores how the recurrent and repetitive emphasis in elementary schools on low-level skill development, focused almost exclusively around reading and mathematics, fails to provide students with the time and opportunity to develop a solid foundation of content knowledge, understanding, and skills they need for furthering their education and understanding the world around them. Mathematics educator and parent Kathy Liu Sun (2019) expresses concern that elementary mathematics instruction relies heavily on worksheets in the early grades and often focuses on learning procedures and memorizing rules rather than building curiosity about mathematics and encouraging engagement, thinking, and creativity. In The Opportunity Myth, The New Teacher Project (TNTP, n.d.) explains that too many K–12 students are “ill-prepared to live the lives they hope for.” In the nearly one thousand observed K–12 classroom lessons:

TEACHING FOR LIFELONG LEARNING

S t u d e n t s we re wo r k i n g o n a c t i v i t i e s re l a t e d t o c l a s s 8 8 p e rc e n t o f t h e t i m e a n d m e t t h e d e m a n d s o f t h e i r assignments 71 percent of the time . . . Yet students only demonstrated mastery of grade level standards on their a s s i g n m e n t s . . . 1 7 p e rc e n t o f t h e t i m e . . . S t u d e n t s spent more than 500 hours per school year on assignments that weren’t appropriate for their grade and with instruction that didn’t ask enough of them—the equivalent of six months of wasted class time in each core subject. (TNTP, n.d.)

TNTP (2019) summarizes the results of this study this way: Across the five school systems we studied . . . we found t h a t a n a ve ra g e s t u d e n t s p e n t a l m o s t t h re e - q u a r t e r s of their time . . . on assignments that were not gradeappropriate. In a single school year, that’s the equivalent of more than six months of learning time. We m e t e i g h t h g ra d e r s i n a n E L A c l a s s ro o m w h o we re asked to fill in missing vowels in a vocabulary worksheet, and students in an AP physics classroom who spent an entire class period making a vocabulary poster. These sound like extreme examples, but they were far more the norm than the exception.

About This Book

This book is designed to help teachers examine, understand, adopt, and put into practice the goals of a lifelong learning education by raising students’ level of learning, engaging them, and preparing them for our changing world. Another way to think about this book is that it suggests how to create lifeworthy learning—learning that is more central to students’ lives now and in their futures (Perkins, 2014). Chapters 1 through 4 describe and explain the teaching goals, instructional framework, assessment approaches, and curriculum characteristics of a lifelong learning education. Chapter 5 examines two additional areas that help a teacher implement a lifelong learning education—project-based learning and civics education. Chapter 6 suggests how educators can plan their implementation of a lifelong learning education. Table I.2 outlines the book’s key questions and big ideas by chapter.

Introduction

TABLE I.2: Moving Teaching Toward Lifelong Learning— Key Ideas

K ey Q u e s t i o n s

Big Ideas

Chapter 1: What are the key teaching goals for a lifelong learning education program? What should students accomplish to prepare them for the future?

Educators adopt four key learning goals so that students do the following. 1. D evelop a grow th mindset . 2. Build a foundation of key knowledge, understandings, and skills. 3. D eepen learning. 4. Broaden and enrich their learning.

Chapter 2: How do we rethink instruction in order to develop a lifelong learning educational program?

Revolve instruction around the following. • Active, engaging learning strategies and

activities • A four-phase instructional model as

follows. 1. S etting the stage 2. Building the foundation 3. D eepening learning 4. Providing closure Chapter 3: How do we refocus assessments in order to develop a lifelong learning education program?

Reframe assessment around the following. • Diagnostic, formative, and summative

assessments designed to raise the level of and improve student learning and student work • C ore lifelong learning assessments • Por tfolios that tell a more complete

stor y of how well students are learning and growing Chapter 4: How do we adapt the curriculum in order to develop a lifelong education program?

• Use t welve lifelong learning education

criteria to analyze the current curriculum or adopt new curricula. • Redesign the curriculum using the

Understanding by D esign curriculum framework (Wiggins & McTighe, 2011). continued →

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Chapter 5: What is the relationship bet ween lifelong learning education, project-based learning, and civics education?

Examine why and how it is impor tant to incorporate learning that includes the following. • Project-based learning • A coherent , comprehensive civics

education program Chapter 6: How can teachers and schools plan for and implement a lifelong learning education?

• Use four research-based principles of

effective organizational change to help implement a lifelong learning education. • Use the four-phase instructional model

to plan for and implement lifelong learning education changes.

At the end of each chapter, I include some websites that can be helpful in developing a lifelong learning education school program by improving educational goals, instruction, assessment, curriculum, and more. Please note that the specific technology or internet examples integrated into the book and online are, as of this writing, available and live, but due to the evolving nature of technology, that may change in the future. Following the technology resources in each chapter, I suggest reproducible activities that are designed to help you reflect on and synthesize key ideas, and propose action steps that can help you apply the ideas to teaching and learning. A more exhaustive list of lifelong learning technology resources, located at go .SolutionTree.com/21stcenturyskills, provides many more examples of specific websites, blogs, podcasts, and other technological supports. Online you can find many books, articles, podcasts, and similar resources that can help you better understand the goals and practices of a lifelong learning education, as well as how to implement the different aspects. Many are in the references identified throughout this book (page 189). Finally, each chapter ends with reproducible “Reflections” and “Action Steps” about that specific content. Begin with the reproducible “Reflections—Introduction” (page 12) and “Action Steps—Introduction” (page 13).

My Hope for This Book

My goal in writing this book is to help teachers better prepare students for a complex, changing world, and to make the purpose and nature of a lifelong learning education clearer, more understandable, more doable, and more practical. My hope is

Introduction

that the book will not only provide some answers for the future of education, but also raise some significant questions in the minds of readers, among them the following. • What should educators’ goals be? • How do we develop a growth mindset in students? • What are the most important, meaningful foundational knowledge and skills for students? • What does it mean to deepen, enrich, and broaden student learning? • What specific types of instruction and assessments are best suited for a lifelong learning education? • What types of curricula are most conducive to educating students for lifelong learning? • How do educators engage students and help them prepare for the world in which they will live, work, and be citizens? If the book helps to both raise and answer these questions, inspires you to begin to think about and apply aspects of teaching and learning in a new and different way, and helps you consider how to journey along a path toward a lifelong learning education for children, then it will have been successful.

REPRODUCIBLE

Reflections—Introduction The following questions and activities should provoke and stimulate thought and discussion about the lifelong learning ideas in this introductor y chapter. • Review the video game learning description at the beginning of this introduction. How might this t ype of learning be adapted to educational practice? Write your own description of a classroom, school, or district that develops more complex, exper t learners over time. • Review the reasons for moving toward a lifelong learning education examined in this introduction, which are as follows.

Changes to the nature of work

Changes to technology and its effects on societ y

Rapidit y of change

Research on learning principles

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

REPRODUCIBLE

Action Steps—Introduction The following suggests initial actions that you might take to adopt and implement rigorous learning. • Review the research-based principles in table I.1 (page 4). How consistent are these principles with your own best , most power ful learning experiences? In the reproducible “Learning Principles and Suggestions for Teaching and Learning” (page 14), based on a review of the principles, consider how each principle is or is not consistent with your own best learning experiences and suggest ways that you can make your own teaching and learning more consistent with the learning principles. • Table I. 2 (page 9) illustrates the big ideas from each chapter. To prepare for the rest of the book , think about the implications of these ideas for teaching goals, classroom instruction, assessment , and curriculum. J ot down three to five practical implications and changes to teaching and learning that might result from these big ideas. Be prepared to compare your ideas with the information gleaned from the remaining chapters in the book . • This introduction argues that a rapidly changing societ y requires a new educational vision for college, career, and citizenship preparation. Based on these changes, make a list of five to ten recommended adjustments that you would make to teaching and learning. Using these recommended adjustments, create a persuasive essay with arguments and evidence for implementing these suggestions. Be prepared to share and discuss your essay with others.

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

REPRODUCIBLE

Learning Principles and Suggestions for Teaching and Learning Based on a review of the learning principles listed in the following table and a comparison with your own experiences, make a list of practical action steps that you can take to make teaching and learning more consistent with these learning principles.

Principle of Learning

How Consistent Is This Principle With My Best Learning Experiences?

Suggestions for Teaching and Learning

Meaningful learning is active and engaging.

Learning is purposeful and contextual.

Exper ts organize or chunk their knowledge around transferable core concepts or big ideas.

Learning is mediated and enhanced through different t ypes of thinking.

Understanding is revealed and demonstrated when students can apply, transfer, and adapt their learning to new and novel situations and problems. page 1 of 2 Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

REPRODUCIBLE

New learning is built on and integrated with prior knowledge.

Learning is social.

Learning is more likely to occur when students have a grow th mindset .

Learning is nonlinear; it develops and deepens over time.

Learning increases when students are interested in what they are learning.

Source: Adapted from McTighe, J., & Seif, E. (2010). An implementation framework to support 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 149–172). Bloomington, IN: Solution Tree Press.

page 2 of 2 Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

CHAPTER

Adapting Instruction for Lifelong Learning I think a lot of traditional teachers think of themselves as the middle-men or -women between Newton and Darwin and the students—someone has discovered the knowledge, and their job is to get it into students’ heads. Our most compelling teachers . . . were trying to help students to own the standards of their fields or disciplines and also inspire them to get interested in their subjects in the long run.

—Jal Mehta

n chapter 1 (page 17), I defined and described four critical education goals educators can strive for that prepare students for lifelong learning. In this chapter, I suggest and describe an instructional approach that will help put into practice and integrate the goals into instruction and help teachers implement a lifelong learning education program. The four instructional phases, and their related activities, are described in this chapter. 1. Set the stage by initiating student engagement, promoting curiosity and interest, identifying relevant prior learning, and providing a context for new learning. 2. Build a foundation of knowledge, understandings, and skills. 3. Deepen learning by having students dig deeper into content and learning independently and interdependently. 41

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4. Provide closure by having students finalize and communicate the results of their work and continuing to develop understanding and skills. Many people can identify with teaching someone to play a musical instrument, and the process of learning to play one is a good illustration of the four phases of instruction in practice.

Since I teach piano, I will use piano instruction as an example. Beginning students usually come to study piano with curiosity and an interest in learning how to play the piano (or at least the parents want them to learn). As the learning process begins, I set the stage by creating some initial experiences to build greater curiosity, pique interest, and determine prior knowledge. I talk with students about the types of music they like, why they want to learn to play the piano, and what they already know about playing the piano. I also introduce some basics, and we discuss the importance of regular practice and set up a schedule. After this initial phase, I move to a second phase when I develop a foundation of musical understanding and skills. I introduce popular, easy-to-learn songs. I progressively challenge students to learn songs in many genres geared to their abilities and to learn the fundamentals of music and music theory. We host a few recitals for parents and others. As students build a solid foundation, I move into a third phase that deepens student learning, allowing for independent and interdependent activity. I provide less guided practice and limit coaching. They begin to play and interpret more complex music on their own and perform formally at musical recitals. Music becomes more of a shared experience for students, who might play in a band or otherwise share their musical abilities with others. Finally, there is a fourth phase during which students refine and polish their work, share their learning with others, and continue to grow and improve. My students often continue studying with me, with someone else, or independently, with occasional lessons to reinforce and refine what they are learning. They might give recitals. Sometimes they decide to learn another instrument. Sometimes the end result is simply strong knowledge and understanding of music in all its variety that become part of a lifelong musical experience.

A Musical Example

Adapting Instruction for Lifelong Learning

Overview: The Four Phases of Instruction

The instructional phases and associated activities are not designed as a formula or strict sequence, but rather as a set of flexible instructional planning tools that help teachers build lifelong learning goals into their instruction. Some teachers might see this instructional approach as a way to plan a sequence of learning activities that move from setting the stage, to foundational and then deep learning, and finally to closure, while others might engage students in activities that combine and integrate many aspects of all four phases at the same time. For example, during the foundationbuilding stage, students might do an independent or small-group activity that begins the process of deepening learning. Or, during the deepening-learning phase, the teacher might introduce students to a new research skill that builds on their skill development foundation.

Phase One: Setting the Stage In a more traditional beginning to a unit of study, student curiosity and interest in learning are at best a secondary consideration and are often ignored. A teacher often introduces a unit by posting and sharing behavior objectives, and then conducts one or more brief introductory activities that may or may not pique student interest. Students often have limited involvement throughout these introductory activities. Contrast this approach with the types of activities in the first phase of lifelong learning instruction. In this phase, a teacher initiates instruction so that students: • Explore the meaningful goals, questions, and challenges that make up the new learning

This piano instruction example illustrates how to use a four-phase instructional planning and teaching model to design instruction for implementing lifelong learning goals. This four-phase model is not designed to plan individual lessons; rather, it is built around an arc of instruction: a cycle of learning as defined by a teacher. The traditional unit of study is one way of defining this arc, but the arc might also consist of the reading of a chapter book in an elementary classroom, or a yearlong senior-year high school capstone project culminating in project presentations. Each phase of this arc includes a set of activities designed to integrate the goals of lifelong learning identified in chapter 1 (page 17): developing a growth mindset, building a foundation of key understandings and skills, deepening learning, and broadening and enriching student experiences.

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• Understand the context for the new learning • Examine any major tasks and activities that they will undertake • Activate prior knowledge and skills to build on already-developed learning

Phase Two: Building the Foundation

Major teaching goals during this phase are for students to do the following. • Continue to build, sustain, and maintain a growth mindset and curiosity and interest in learning. • Develop, practice, and grow a core foundation of understandings and skills. Examples of foundational learning practices include the following. • Actively researching, reading, evaluating, and processing information and ideas from multiple sources, including a textbook • Learning how to take notes and develop connections and relationships through sequencing and concept formation • Demonstrating knowledge and understanding by summarizing in one’s own words and explaining key ideas • Analyzing and interpreting information and data • Creating persuasive arguments • Writing, reflecting, and discussing in order to develop coherent thoughts, share ideas, and build listening and speaking skills • Practicing complex and creative problem solving • Working with others to build and grow foundational skills and learn collaboration skills

Phase Three: Deepening Learning During the third phase, students deepen their learning and move toward more independent learning. At this point the student is developing automaticity, which, as pointed out in chapter 1, allows students to automatically, without paying full

During this phase, teachers encourage students to find out more about and develop a better understanding of the topic under study. They focus on developing a foundation of skills and demonstrating skills through guided practice. They share models and examples of student work and provide students with feedback to help them improve their understanding, skills, and work.

Adapting Instruction for Lifelong Learning

attention, apply a skill to a new learning situation (Bloom, 1986). Examples abound: The musician who quickly and easily can read and perform a piece of music; a chess master who quickly understands and can respond to an opponent’s moves; a science researcher who can quickly initiate an experiment; and the plumber who quickly diagnoses and fixes a problem. In education, it is the student who can organize a research project on his or her own, create a compare-and-contrast diagram with limited help from the teacher, or write a persuasive essay with little teacher help or support.

[The experiences] have the depth, authenticity, and creative ethos that their core disciplinary classes tend to l a c k . T h e s e e x t ra c u r r i c u l a r s p a c e s a re n o t o n l y m o re fun and engaging, but also are actually more consistent with what we know makes for good platforms for learning. (p. 234)

Some enrichment activities work in classrooms, especially at the elementary level, where there are more flexible time periods. Checkers, chess, Scrabble, enriching video games—all can be incorporated into the classroom experience. Schools might offer such opportunities during advisory time or as extracurriculars at the middle and high school levels, or incorporate them into an enrichment club period during the day. During the deepening learning phase of instruction, major teaching goals are for students to do the following. • Deepen their understanding of key concepts and ideas that they already have learned. • Independently apply their already-developed skills in order to explain their reasoning, build and test concepts and theories, create interpretations, conduct analyses, think creatively, and solve authentic problems. • Learn independently or interdependently, often with limited support or guidance from a teacher. • Choose an interest and develop and deepen their learning in this area of interest over time.

Deeper learning also occurs when students have a chance to choose an interest and develop related skills and understandings. In their book In Search of Deeper Learning: The Quest to Remake the American High School, education scholars Mehta and Fine (2019) describe how their research demonstrates the importance of enrichment activities and programs for students, explaining that students enthusiastically state enrichment experiences:

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Phase Four: Providing Closure Finally, there is a fourth phase, during which students refine and polish their work, share their learning with others, and continue growing and improving. The term closure is used here to reflect the reality that, for most classroom experiences, a unit comes to an end and a new learning experience begins. However, closure is not meant to imply that the learning of the same or similar understandings and foundational skills will not continue during a new unit of study.

• Complete a product or products. • Demonstrate and explain what they have learned, make presentations, and share their work with others. • Continue learning, digging deeper into the topic and questions by learning from others and developing still greater understanding and better use of skills.

A Four-Phase Example

What can the four-phase instructional model look like when put into practice in classrooms? Here is an example from an English language arts unit, where elementary students are reading a book that has an interesting theme. In phase one, the teacher introduces the book, provides some context for its narrative, introduces its theme to build interest and curiosity, asks students what they already know about the theme, and begins a discussion of a question that the students will explore together while they are reading the book.

In phase two, the teacher reads the book with students, introduces and defines new vocabulary words and concepts, asks questions about the text while reading aloud, and asks students to create a graphic organizer that visually illustrates the story’s main narrative. Once the second phase builds the foundation for the book, the teacher moves to phase three, asking the opening question that the class discussed in phase one—only this time the teacher asks if the book has helped answer the question. When students give their opinions, they must back them with evidence from the book. Everyone also discusses and expounds on their own ideas about the book’s theme. Finally, the teacher begins providing closure in phase four, asking students to write (or dictate) a brief reflection of the book—what they liked about it, what they learned as a result of reading and discussing it, and how they would now answer

While providing closure, major types of activities are as follows.

Adapting Instruction for Lifelong Learning

the question explored at the beginning of the unit. The teacher supports students as they rewrite to improve grammar, vocabulary, and meaning. Students share final reflections, and parents and guardians receive the writings for discussion with their children. Students may also go on to read other books on their own, either by the same author or that have the same theme.

As you have read through the four-phase instructional planning and teaching model, and the examples so far described in this chapter, you may have noticed the following common principles underlying this approach. 1. Students learn best when they are active researchers. 2. Students learn best when they productively struggle and work independently. 3. Students learn best when they grow and improve through assessment and feedback. 4. Students learn best when they revisit and refine key learnings over time via learning progressions. See the reproducible “Lifelong Learning Instruction Recommendations” (page 78) for a tool you can use to incorporate these principles into classroom and school activities.

Research-Based Learning Research-based learning, a concept developed from my work with teachers over many years, is an essential feature of, and a way of thinking about, lifelong learning instruction. The term research, which often conjures up a picture of students writing research reports, is more loosely defined here. Instead of passively taking in information, students in research-based learning do the following. • Find interest and value in learning. • Define and explore problems and challenges. • Focus learning around core understandings and questions that guide inquiry and research. • Search through multiple sources for information and ideas. • Evaluate the sources for biases of information and ideas.

Underlying Principles of Lifelong Learning Instruction

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• Find patterns and synthesize information. • Interpret materials. • Develop arguments. • Think critically and creatively.

Productive Struggle and Independent Learning According to education author Barbara R. Blackburn (2018), “Productive struggle is . . . the ‘sweet spot’ in between scaffolding and support.” She warns that helping students when they initially run into challenges doesn’t result in their working independently through them, and that “that may sound counterintuitive, . . . for students to become independent learners, they must learn to persist in the face of challenge” (Blackburn, 2018). A good metaphor for learning as productive struggle is when a child learns to ride a bike. A parent does not do the riding for the child. What good would that do? The parent is the coach who is explaining, helping, and aiding. It is the child who is struggling, who does the work, who takes responsibility, and who finally completes the goal: independently riding without the parent’s help! Mathematics teacher David Ginsburg (2015) describes how he learned how to get his students to productively struggle with a class who had failed algebra and was repeating the course. Nothing seemed to work to turn this class around, until he shared interesting, common, and fun mathematics puzzles and problems with his students. His students began to work on these problems both individually and in small groups, got involved in the process, and repeatedly told him to let them figure out the answers without his help. Here’s what he learned from this exercise: “Teachers often do more for students by doing less for students” (Ginsburg, 2015). In other words, letting his students productively struggle to find answers to these problems that interested them was a way to involve his students actively in learning mathematics and take greater responsibility for their own learning. It was the beginning

Research-based learning builds an active and interactive approach into the instructional process that emphasizes the student’s engagement and role in inquiry and learning. Learning becomes more student centered. In common language, teachers often begin their instruction with a question or challenge and the words “Let’s find out more about this” or “Let’s figure this out together,” taking their students on a group learning quest (Fraser, 2018).

Adapting Instruction for Lifelong Learning

of getting his students to productively struggle with algebra and thus take on the struggle to learn and grow. In the lifelong learning instruction examples described in this chapter, students are continually struggling productively as they learn. Students try on new pieces of music, regularly practice to improve piano skills, and take responsibility for their own learning. In playing a sport, students productively struggle as they scrimmage, practice, and learn new strategies.

Growth and Improvement Through Assessment and Feedback A key element across all phases of lifelong learning instruction is the opportunity to continually improve. Opportunities to develop a growth mindset—the belief that “your basic qualities are things you can cultivate through your efforts” through practice, hard work, and helpful feedback—are the key to improvement (Dweck, 2006, p. 7). Creating a growth mindset is a major part of learning and improving. Unfortunately, in too many classrooms, especially at middle and high schools, there is often little opportunity for students to improve their work over time. The overabundance of knowledge to be learned and remembered, the fast pace of learning, the focus on transmission of knowledge, the final exam that ends learning—all of these typical classroom approaches make it difficult to find the time and inclination to assess for learning, provide feedback, and give opportunities for improvement. Based on their major study of high school learning, Mehta and Fine (2019) put it this way: A n o t h e r p a t t e r n wa s m i s t a k i n g fa s t e r fo r d e e p e r . We saw this in classrooms across curricular levels . . . Te a c h e r s fe l t re s p o n s i b l e fo r m e e t i n g e x t e r n a l p a c i n g expectations—whether they came from districts, state tests, SAT IIs, or APs—and the result was that they felt obligated to move through material quickly but not necessarily deeply. In science in particular, labs were often rushed efforts to demonstrate what the textbook said

Giving students the chance to do the work, explain their thinking, solve problems, write in their own words, develop patterns, and make connections is what productive struggle is all about. We can’t do it for them! This also means we need to give our students greater responsibility for the learning that they do. Threaded throughout the four phases of instruction and the suggested activities later in this chapter is the idea that students need to productively struggle and take greater responsibility for their own learning.

TEACHING FOR LIFELONG LEARNING

rather than opportunities for real investigation. In math or chemistry classes it became about learning more rules or molecules. Students who wanted to do well in school (or whose parents wanted them to) would comply with teachers’ requests and do the expected homework and in-class tasks, but the goal was the grade and not [learning] the subject. (p. 27)

Learning Progressions Teachers use the four phases of instruction to build a progression of student learning through initial assessment of previous learning, foundational development, and deeper and independent learning over time. Each lesson is meant to add to the student’s knowledge, understanding, skills, and habits of mind. Sometimes teachers have setbacks and sometimes progress fails to materialize, but the goal is to continually help students progress toward greater knowledge, understanding, and skills, starting with beginner-level learning, then building a foundation, then moving toward advanced, deeper learning and experiences that foster greater independence and expertise. In the same way, classroom instruction that supports growth and improvement goes through a progression of learning experiences that continually develop more complex understandings and skills (Kim & Care, 2018). Students build greater understanding and more complex skill development each time a teacher returns to and builds on previous learning of an understanding or skill. For example, in phase one, setting the stage, a third-grade teacher diagnoses what students already know and are able to do as readers, and then, in phase two, building the foundation, builds on previous reading strategies and vocabulary learned in the second grade to continue making progress in comprehension, conceptual understanding, and reading skills. A high school social studies teacher sets the stage for learning by diagnosing what students already know about eras in U.S. history, and then builds on previous understanding in order to create a more complex and nuanced understanding of the Constitution, the American Revolution, the Civil War, World War II, and so on. A middle school science teacher first discovers what students know and understand about the scientific method, and then continues building a foundation of skills related to science experimentation, question formulation, hypothesis testing, and results summarization.

One key focus of the four phases of instruction is providing more time and opportunities for diagnosing students’ previous learning, developing drafts of student work that they improve with time, providing peer and teacher feedback that enables students to improve their work, and sharing and celebrating final work. See more about ways to improve learning and promote a growth mindset in chapter 3 (page 81).

Adapting Instruction for Lifelong Learning

When learning progressions are part of the instructional approach, teachers are all working toward the same goals for students: greater understanding of the world around them; increased ability to practice and use the skills identified for lifelong learning; and the development of a growth mindset that makes it likely students will continue to be interested in learning and want to continue doing so even after graduating. With a learning progression mindset, no one teacher has a monopoly on growth, improvement, and depth. Each teacher is part of a larger system moving students toward greater expertise and independence as learners.

Specific types of instructional strategies implement each of the four phases. For example, setting-the-stage strategies focus on ways to diagnose previous student learning, raise interest and curiosity, and provide a context for new learning. Building-afoundation strategies provide ways for students to develop conceptual understanding and practice their skills with help and support. Deepening-learning strategies promote independent and interdependent learning and also support students so they can dig deeper into the content and apply learned skills to new areas of learning. Closure strategies provide students with the opportunity to complete and evaluate their work, share their results with others, and continue to learn and grow. Examples of classroom strategies for each of the four phases are provided in the following sections. Note that many other strategies are also described in multiple resources that can aid teachers in discovering a variety of ways to put the fourphase instructional model into practice (Himmele & Himmele, 2017; Hyerle, 2009; McTighe & Silver, 2020).

Phase One Strategies When planning strategies that align with the setting-the-stage phase, teachers should devise activities that motivate students, help them understand the challenges, goals, and major tasks of a unit of study, and explore the context for the unit. Additionally, such activities enable a teacher to learn more about the knowledge and skills that students bring to the topic under study. The following setting-the-stage activities are just a few of many possibilities that initiate student engagement and tap into their interest and curiosity. • Activators • Goal sharing and question discussions • Productive question development

Phase-Related Instructional Strategies

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• Context providers • KWL activity • Arts and artifact activities Ac t i va t o r s

• Ask students to brainstorm their ideas about a topic under study. For example, ask students to brainstorm their responses to the question, What environmental problems exist? As students share their questions, determine what they already know about the topic and select questions to examine for future learning. • Engage the class in a write 3-2-1 exercise. For example, ask students to list three things they already know about a topic, two things they’d like to know about or learn more about, and one question they have about the topic (Saphier & Haley, 1993b; Wormeli, 2005). • Ask students to draw a picture or diagram representing what they already know about this topic and share their responses with the class. • Begin a student journal for a unit by having students complete prompts, such as, I’m excited about studying this unit because . . . , I think this topic will be interesting because . . . , and While studying this topic, I would really like to learn about . . . . • Read a compelling story, paragraph, or quote to introduce a theme or idea. Use the story, paragraph, or quote to ask students to raise questions about the theme or idea. • Introduce a mystery, puzzle, or problem that stimulates interest in studying the unit. For example, mathematics puzzles and problems are good for stimulating interest in a mathematics unit. Goal Sharing and Question Discussions

Teachers use goal sharing and question discussions to initially introduce students to key understandings, essential questions, and challenges that form the basic goals

Activators are designed to help the teacher discover and diagnose students’ prior knowledge and skills related to the unit’s goals, create and pique student interest in the topic, and establish a context for learning (Saphier & Haley, 1993a; Schrock, n.d.). Some activator examples follow, and all are adaptable to all grade levels.

Adapting Instruction for Lifelong Learning

of the unit of study and promote interest and curiosity. For example, in studying the American Revolution, teachers might share with students that a goal is to understand that the war was a rebellion against British rule. After sharing the unit’s major goal, a teacher might introduce the following essential question: What do you think causes people to rebel against those in power? and then hold an initial discussion to determine how students at the beginning of the unit might answer the question or develop additional questions for the unit.

Productive question development introduces students to the unit theme or topic and then asks them to create the questions to explore (Fraser, 2018). One way to accomplish this is for students, in small groups or as a large group, to brainstorm questions that are of interest to them around a theme or topic under study, and then to have them sort and combine them into larger questions and ideas. The students and the teacher then decide which groups of questions they will explore and answer as the unit of study progresses (Lee, 2019). Another way to create productive questions is for teachers and students to use the Question Formulation Technique, developed through the Right Question Institute (n.d.). This technique calls for students to follow these four steps. 1. Generate a set of questions based on the topic using the following rules.

Ask as many questions as you can.

Do not stop to discuss, judge, or answer any question.

Write down every question exactly as it is stated.

Change statements into questions.

2. Brainstorm as many questions as possible. 3. Improve the questions by determining which are closed ended (have one right answer) and which are open ended (have many possible answers). See if you can make closed-ended questions open ended. 4. Select three open-ended questions that the class considers the most important, or those that you must address first, or those you want to explore further. C o n t e x t P rov i d e r s

Context providers enable students to develop the background knowledge that helps them understand time, place, and key background ideas, concepts, and events. Any

P ro d u c t i ve Q u e s t i o n D eve l o p m e n t

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of the following can provide useful context, depending on the content area, subject, and grade level. • Brief introductory readings that include background knowledge and understanding • Media presentations on topics such as historical eras, science explanations, artist backgrounds, mathematics discoverers, and book contexts • Songs and stories that illustrate stories and music set during historical events

• Problems, dilemmas, and challenges that occurred in a historical period, led to a scientific discovery or an invention, or led to the writing of a piece of fiction K W L Ac t i v i t y

The KWL activity uses a three-column chart designed to introduce a unit of study. It works with any subject and at any grade level, although it is probably best used from upper elementary through high school. KWL helps a teacher discover what students already know about a unit (K), what they wonder about and want to learn more about (W), and what they are learning as they progress through the unit (L; National Education Association, n.d.; Ogle, 1986). A variation, KWHL, uses a four-column chart to also ask students how they can learn more about the topic (H). A r t s a n d A r t i fa c t Ac t i v i t i e s

Arts and artifact activities introduce students to a work of art, a photo, or an artifact that creates a mystery for interest building and discussion. For example, a teacher might show photos of people living in Ethiopia or artifacts of Nigerian life to introduce a unit about African cultures, having students describe what they see and what the items suggest about the lives of people, or to hypothesize about where the artifacts are from, why the artifacts were created, what they represent, or how they might be interpreted.

Phase Two Strategies The strategies in this section help build a student’s foundation of understandings and skills. While there are many types of strategies useful for building a foundation, the following strategies can help students develop key concepts, make connections,

• Biographies about people who lived during historical periods, literary figures, famous scientists and mathematicians, artists, and inventors

Adapting Instruction for Lifelong Learning

develop relationships, understand what they read, improve writing skills, develop research skills, and strengthen cooperative learning skills: • Guided concept-development activities • Sequencing and patterning activities • Reading-for-understanding activities • Writing process and writer’s workshop • Research-inquiry skill-building activities • Cooperative learning activities G u i d e d C o n c e p t - D eve l o p m e n t Ac t i v i t i e s

Guided concept-development activities help students “identify big ideas and conceptual understandings” (McTighe & Silver, 2020). Students learn how to develop concepts from multiple sets of facts and data. They are able to construct their understanding of important concepts by learning how to sort, group, categorize, classify, label, define, connect, and apply newly developed concepts to new situations and circumstances. Classification is one type of guided concept-development activity (Marzano, 2019). In classification activities, students get a set of items related to a topic, such as animals, plants, words illustrating the lifestyles of British colonists, and so on. Students are asked to group these words in ways that make sense to them, and to label the groups and define their characteristics. In a class discussion, students identify their groups and labels and explain their thinking. The teacher might then suggest a grouping that reflects the thinking of scientists or historians to illustrate another way of conceptualizing key terms. Concept attainment is another guided concept-development activity (McTighe & Silver, 2020; Silver, Strong, & Perini, 2007). The teacher chooses a concept to develop (revolution, scientific investigation, variable, and so on). Students are then provided with both positive and negative examples of the concept, one example at a time (this is a yes example of the concept, this is a no example). Once they have seen at least three yes and no examples, students suggest their own examples and then define the concept.

• Thinking routine activities

TEACHING FOR LIFELONG LEARNING

S e q u e n c i n g a n d P a t t e r n i n g Ac t i v i t i e s

More examples follow. • Character web: Describe how a character in literature or person in history might act or feel, what they might say, or how they might look. • Cause-and-effect chart: Document a single cause with multiple effects. • Concept wheel: Describe the parts of a concept. • Flow map: Illustrate or plan sequencing, steps, and stages. • Important contributions chart: Map a person’s contributions. • Persuasion map: Link information to support a thesis, goal, or hypothesis. • Question frame: Develop higher-level questions about a topic. • Venn diagram: Display similarities and differences between two items. R e a d i n g - fo r - U n d e r s t a n d i n g Ac t i v i t i e s

These activities help students learn how to go below the surface and find the deeper meaning in what they are reading. Literacy educator Kelly Gallagher (2004) describes reading for understanding this way: We can assign reading in our classrooms, give students shallow reading assignments, and have students pass them. On the surface, everything looks fine: the students read the text and are able to answer the questions. But in reality, do they really understand what they have read? They can answer surface level questions, but once you a s k t h e m t o eva l u a t e , t o a n a l y z e , t o s y n t h e s i z e , t h ey can’t do it. (pp. 4–5)

Sequencing and patterning activities enable students to create causal chains of events, narratives, and patterns that provide the basis for developing and understanding basic causal links, mathematical patterns, and so on. For example, timelines give students the opportunity to create a sequence of events and experiences that also might illustrate a causal chain. Many types of visual tools, including graphic organizers, let students form different types of patterns and sequences (Hyerle, 2009). Google has a site (https://bit.ly/3b6nM9M) with different types, and you can search online for literature graphic organizers and find many, including Laura Candler’s Teaching Resources (https://bit.ly/3rQ5LT6); others exist that help students develop information webs and brainstorm associations (Hyerle, 2009).

Adapting Instruction for Lifelong Learning

One of the most comprehensive approaches for improving reading across all content areas is the before-during-after reading strategy approach. Psychiatrist Sue Beers and educator Lou Howell (2003) have collected and created multiple reading strategies for teachers to use before, during, and after reading that promote understanding. Before-reading strategy examples follow. • Categories! Categories! Categories!: Students classify reading and background knowledge items, such as vocabulary terms, into categories. They then discuss their categories and explain why they created them.

• Front-Load the Words: Teachers and students address key new vocabulary prior to reading by identifying and defining the most important words to know for a reading assignment. During-reading strategy examples follow. • Agree or Disagree: Teachers present students with an agree-disagree statement related to a reading. As they read, students use information and ideas gleaned from the reading to agree or disagree with the statement, and cite evidence from the text to support their position. • Another Kind of Outline: Students use a two-column organizer to create an outline for a reading. As they read, students list big ideas or key concepts in the left column and supporting or explanatory details about the big ideas or key concepts in the right column. A class discussion afterward lets them share their big ideas, concepts, and details and come to a common understanding. • Chain Reaction: As students read, they develop a sequence of significant events or steps in a process, with details about the events noted as part of the sequence. Students can then share their sequence of events in a gallery walk, where other students can comment on whether the events are in proper order and what the meaning of the sequence is to the larger story. After-reading strategy examples follow.

• Feature Story: The teacher introduces and discusses the key text features— for example, the key parts of a book, headings in each part, items which are in italics or bold lettering, and key charts and graphs—before students begin reading.

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• Bar Graph: Students create a bar graph based on data in a reading, use the bar graph to summarize data and conclusions, and generate follow-up questions. • One Word to Sum It All Up: Students sum up their learning with a single word and support their word choice with evidence from the reading. They discuss their responses and compare and contrast the words chosen.

Other examples of reading-for-understanding activities appear in works by Emelina Minero (2018) and Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz (1999). W r i t i n g P ro c e s s a n d W r i t e r ’ s Wo r k s h o p

The writing process and writer’s workshop are two ways to build a foundation of writing skills that also enhance the development of many other skills (Calkins & Mermelstein, 2003; Lenter, 2012; Peha, 2003). The writing process consists of five stages of writing: (1) prewriting activities that narrow down a topic, determine the purpose of writing, and create an outline of ideas and information, (2) initial writing that results in a draft (putting down points and ideas on paper and organizing the ideas for writing), (3) revising to improve the work (refining ideas, rethinking how text is organized, and rewriting to improve meaning), (4) editing elements such as grammar, mechanics, and spelling, and (5) publishing (submitting the final work to a source, such as a teacher or community experts). The process encourages students to ask good questions and formulate writing ideas in the prewriting stage, process and organize information in the initial writing phase, reflect on their writing and get quality feedback, rewrite, edit for clarity, and share their writing with others. The writer’s workshop devotes specific class time solely to writing, and students are treated as budding authors. Literacy consultant Steve Peha (2003) notes: As in professional writing workshops, emphasis is placed on sharing work with the class, on peer conferencing and editing, and on the collection of a wide variety of work in a

• What If?: Students summarize what happened in a story and then create a different ending or outcome. They then write what would happen in the story if this ending or outcome occurred. Students share and discuss their ideas in order to imagine different endings and results.

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writing folder, and eventually in a portfolio. Teachers write with their students and share their own work as well. The workshop setting encourages students to think of themselves as writers, and to take their writing seriously. (p. 3)

R e s e a rc h - I n q u i r y S k i l l - B u i l d i n g Ac t i v i t i e s

• Note taking and other guided study-skill activities: These provide students with ways to collect, evaluate, sort, organize, and synthesize readings and other sources of information. Several note-taking methods follow (California Polytechnic State University, n.d.).

Outlining: Students record a lecture’s or text’s main point and then add subpoints. Information is outlined from a big main idea to smaller, specific details.

Cornell notetaking: A page is organized into three sections. The upper part of the page is divided into two columns, the left column smaller than the one on the right. The right column is used for jotting notes from a book, lecture, or media presentation and includes main points, facts, ideas, and so on. The left column is for writing questions, big ideas, or helpful ways to remember what is in the right column. After these two columns are complete, the bottom third of the page is for writing a brief summary of what was learned.

Mind mapping: Students create a visual outline—a web— of their ideas that they have learned related to a topic.

These methods can be taught to students to help them organize, remember, and understand what they have read and heard. • Representation of data activities: These provide students the opportunity to learn how to represent and display quantitative data. Students examine and learn how to develop charts, tables, and other graphical approaches in order to summarize, organize, and display data.

Research-inquiry skill-building activities enable students to select multiple reliable, valid sources of information to begin to answer questions and better understand main ideas and concepts. Teachers can use these activities to teach basic research skills, helping students learn how to find relevant and reliable resources related to the topic under study, to read and develop key vocabulary and concepts, and to analyze and synthesize information and data from various types of materials (Fraser, 2018).

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ABC: Students summarize content using the letters of the alphabet as starting points. For example, high school students might use the ABC method to summarize what they have learned about the Renaissance. One student might list the following items: art, Bondone, city-state, Dante. Instead of writing words, prewriters might draw pictures to summarize their learning.

Learning log: Students free write about what they have learned. This works for any subject or topic.

A picture-diagram: Students summarize their learning by drawing a picture or creating a diagram at the end of an instructional period.

3-2-1 writing exercise: Students write three main ideas learned, two key facts learned, and one question they still have about what they learned. The teacher collects the writings to identify what main points students learned and what to explore in the following lesson (Saphier & Haley, 1993b; Wormeli, 2005).

T h i n k i n g R o u t i n e Ac t i v i t i e s

Thinking routines are strategies that a teacher can use at any grade level. The routines enable students to develop specific thinking habits and strategies around three major types of thinking: introducing and exploring ideas; synthesizing and organizing ideas; and digging deeper into ideas (Ritchhart, Church, & Morrison, 2011). For example, Ron Ritchhart and colleagues (2011) describe how the routine question What makes you say that?, when used as a regular part of the classroom discourse, helps students dig deeper into ideas, and specifically helps students learn how to give reasons with evidence. Table 2.1 lists three examples of the thinking routines, one for each of the three thinking routine categories. Many additional resources are

• Summarizers: Students demonstrate what they have learned and understand at the end of a learning period. Summarizer activities help students to integrate and synthesize new ideas with previous learning, figure out what learning is important, and summarize and reflect on what they have learned (Saphier & Haley, 1993b; Wormeli, 2005). Teachers can use summarizer activities to ascertain how well students understand the content being studied and adjust their lessons to ensure that students have developed the foundational knowledge expected of them. The following are examples of summarizer activities.

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available for helping teachers learn how to teach so as to improve thinking (Barell, 2006; Stobaugh, 2019; Wasserman, 2009).

TABLE 2.1: Thinking Routines

W h a t I t Lo o k s Like

What It P ro m o t e s

Think-puzzle - explore

Ask students what they think they know about a topic. Then ask them what puzzles them about the topic. Finally, ask them how we might investigate and explore this topic.

Introducing and exploring ideas: C onnecting to prior knowledge, raising the level of curiosit y and interest , deciding on how to go about investigating and exploring

C onnect- extendchallenge

Ask students how new learning connects to what they already know. Ask students to consider how new learning extends their learning, taking it in new or deeper directions. Finally, ask what puzzles or challenges this new learning has raised for you.

Synthesizing and organizing ideas: Synthesizing new ideas with previous knowledge; identif ying how their ideas and knowledge have broadened, deepened, or expanded

Claim-suppor tquestion

First identif y a claim of fact or belief about a topic, issue, or idea being studied. Then ask what suppor ts the claim. Then raise questions about the credibilit y of the claim, and share student responses.

Digging deeper into ideas: Probing “truth” claims, looking for suppor t , looking for problems with credibilit y

Source: Adapted from Ritchhart et al., 2011.

C o o p e ra t i ve Le a r n i n g Ac t i v i t i e s

Studies over many years demonstrate that cooperative learning activities positively affect student achievement, especially when cooperative groups have clear goals and individual accountability is built into the assessment process (Roseth, Johnson, & Johnson, 2008; Slavin, 2014). Many different types of strategies support the practice and development of cooperative learning skills. Some of these follow. • Jigsaws: Jigsaws enable students to collaborate with and learn from each other. To prepare a jigsaw activity, the teacher puts students into groups and gives them an assignment that can only be completed if each member

Routine

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• Fishbowls: Conduct this activity periodically to organize discussions with a smaller number of students and to help improve the quality of discussions. Teachers ask a small group—between five to ten students—to get into the middle of the classroom and form a circle. Another group of students forms a second circle outside the first circle, with the rest of the class observing. The first circle gets a discussion question, often based on a current topic or something the class is reading, and discusses that question for five to ten minutes. Then the outer circle of students comments on the quality of the discussion using the following criteria: how many students participated, how well people listened to each other and asked clarifying questions, how well the group stayed on topic, and how well people used data and evidence to support their views. Once they finish commenting, a new group of five to ten students forms a discussion circle, with another group forming an outer circle. A second discussion commences for five to ten minutes. Then the new outer circle evaluates the discussion. This continues for as long as the teacher wants students to discuss the topic and evaluate the quality of discussion. • Problem-solving small groups: Students are given a challenging task to complete in a small group, such as an open-ended assignment (page 91). Each member of the small group is assigned a role to play in the group to facilitate cooperation. Roles might include task leader, who begins the discussion and makes sure that the discussion stays on task; recorder, who takes notes on key points made by members of the group; questioner, who generates questions and involves all students; timekeeper; and encourager, who encourages all members of the group to participate. After the groups complete the challenging task, they share their results and discuss how well the group worked together and what problems they faced.

of the group provides his or her piece of the assignment. For example, students might each receive a sentence strip that lists one of the steps in the water cycle. The group’s task would be to put all the strips in order. Jigsaw activities also often help students break down a major reading into different sections, each read by one person in a group. After students in their original groups have each read their assigned section, they convene with students from different groups who have been assigned the same passage; they discuss and summarize the main points of their reading. Everyone returns to their original groups to share and summarize the important points of each part of the reading, so that all class members learn the key ideas and information from the entire reading.

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Phase Three Strategies In phase three, students work independently or interdependently, with limited help and guidance, to deepen their learning and use the understandings and skills they learned in phase two and in other learning situations in new and novel ways. Here are some brief examples of the types of activities and strategies that might occur during this phase. In phase three, students work independently or collaboratively to accomplish the following.

• Conduct independent research on a topic chosen by the teacher or student. • Develop a student-led discussion, with an open-ended question, on a topic examined in phase two. • Compare and contrast multiple ideas learned in phase two. • Develop science hypotheses and test them by designing and conducting experiments. • Complete a complex research paper. • Construct creative alternatives and solutions to challenging authentic problems. • Develop and create a well-reasoned, logical, cogent argument for a position. • Explain the process for arriving at a solution to a complex mathematics problem. • Develop a complex interpretation of a reading, media presentation, artwork, or musical piece. • Analyze historical documents or statistical data. • Critique and analyze bias in sources of information, such as a textbook, TV reporting, social media, and news articles. • Write an essay with a unique perspective and voice. • Design and work on completing an authentic task that applies learning in complex ways. • Use a rubric to judge their work alone or with peers and improve it.

• Complete a complex research project or performance task to evaluate and synthesize knowledge, understandings, and ideas from multiple sources.

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Phase Four Strategies In phase four, students complete and share the results and products they have developed during earlier phases of instruction. These might include products and activities such as the following. • Reflective and analytical essays • Position or research papers, persuasive essays, and other writing assignments

• Self-reflections (page 93) • Multimedia products, such as podcasts and films • Action plans that put the ideas and solutions developed by students into practice

Strategies for All Phases of Instruction While in the previous section I briefly described activities that are useful during each of the four phases, in this section I describe activities that are useful during all four phases of instruction. • Interactive notebooks • Open-ended assignments • Performance tasks and projects • Visual learning tools • Self-reflection activities Educators can use and adapt each of these activities for all grade levels and cut across most or all of the four phases. In chapter 3 (page 81), I will also describe how the instructional activities in this section can work as major assessments for lifelong learning. I n t e ra c t i ve N o t e b o o k s

Interactive notebooks provide a way for students to actively interact with what they are learning by collecting, organizing, synthesizing, and applying understandings and skills in meaningful ways. On the one hand, the notebooks enable students to

• Presentations and explanations of final products in authentic settings, such as to an audience of local politicians or experts in a field related to the work done, such as engineers, artists, or businesspeople

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record, collect, and organize information from a teacher, text, or additional resources. On the other hand, students complete more challenging assignments that help them see connections, perform analyses, synthesize data in interesting ways, and become independent, creative thinkers and writers.

Note-taking page: Class notes, reading summaries, and notes from other sources

Timeline l350: Humanism gains momentum l450: Gutenberg press invented l472: Dante writes The Divine Comedy l50l – l507: Michelangelo carves David l5l7: Martin Luther posts his 95-Theses Renaissance Art Leonardo da Vinci (Mona Lisa, Last Supper, The Vitruvian Man) Michelangelo (David, Sistine Chapel) Raffaello/Raphael (Madonna of the Pinks, The Sistine Madonna) Donato/Donatello (David, Chellini Madonna) Renaissance literature and philosophy Bacon Machiavelli Erasmus Descartes

Processing page: C oncept development , interpretations, reactions, reflections, creative responses, and summaries

All aspects of culture were affected during the Renaissance, including art, literature, religion, and science. Copernicus proposes the sun is the center of the universe, which goes along with humanism, which says that humans (not religious beings) are most important.

The Vitruvian Man by da Vinci

F i g u re 2 .1 : I n te ra c t i ve n o te b o o k p a g e s exa m p l e.

Practically, many teachers have students organize their interactive notebooks by using one side of the notebook pages (left or right side) for recording and collecting information in traditional ways, and the other side of the page for processing information and ideas and thinking outside the box. Another way that teachers organize the notebook is to keep one section for notetaking, and another section where students create visual organizers, build theories, and creatively solve challenging problems. Figure 2.1 illustrates the features of interactive notebook pages.

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A sample of how to use interactive notebooks as a major learning resource, using science as an example, is featured in the book Teaching Science With Interactive Notebooks (Marcarelli, 2010). Open-Ended Assignments

The following verbs can spur ideas for open-ended assignments. • Organize, sort, categorize, classify • Compare, contrast • Judge, rank, prioritize, select • Summarize, explain in your own words • Create • Predict • Decide, choose Here are some sample open-ended assignments. • When we take our trip to the local supermarket, choose three products that you think are healthy to eat. Explain why you picked them. • Of all the people in history we studied this year, who was the greatest (most important, most ambitious, most creative, most outstanding)? Why do you think so? • How would you organize and show the connections between all the information we have collected on adaptation? • Do all organisms need the same things to live and grow? Choose two organisms and decide what they both might need to live and grow. Explain what’s the same and what’s different. • We have studied country X. Explain what you think it might be like to live in a small town in this country, and then a large city in the country. Use the information we have gathered about this country to support your ideas.

Open-ended assignments provide students with opportunities to complete writing tasks and participate in discussions with multiple possible responses. These challenging assignments propose questions and offer activities that lead students to think and explain rather than give simple yes or no answers (Bratslavsky, Wright, Kritselis, & Luftig, 2019; Gardner, 2005). They can provoke interest and curiosity in what is to be learned, teach understanding and foundational skills, and provide opportunities for independent and deeper learning.

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• Was the character X in this book a good person? Why or why not? Support your view with evidence from the reading. • How would you change the Constitution to update and improve it if you were given the opportunity? Give reasons for your answers. You can create open-ended assignments by adapting more traditional assignments and tasks. For example, imagine asking students to solve the following mathematical problem. The teacher can use the problem to make sure students are able to use the division algorithm and divide the seven cookies equally among four people: 7 divided by 4 = 7 3 4 = 1 4 . This approach leaves one right answer. However, imagine changing the way you define the problem, as follows. D i v i d e s ev e n c o o k i e s e q u a l l y a m o n g fo u r p a r t y g o e rs . T h i n k of m a ny d i ffe re n t w a y s to s o l v e t h i s p ro b l e m . E x p l a i n y o u r a n sw e r. S h ow y o u r w o r k .

With this change, the assignment becomes open ended. Students are given the opportunity to be creative, define and solve the problem in a way that makes sense to them, and come up with many different ways of thinking about the problem and many different answers. Students might also work in small groups to solve this problem and come up with many different solutions. When the problem is opened up in this way, it can lead to all kinds of processes and answers. One unusual, original student response was to grind up the cookies and weigh out equal amounts so that all partygoers get the same weighed amount! An additional way of incorporating open-ended assignments into the classroom is through Socratic seminars, sometimes called interpretive discussions. The seminars begin with open-ended questions designed to provoke discussion and to create meaning from a variety of types of texts, such as books, media, and news sources. They enable students to dig deeper into a specific text, examine its meaning, and use the text details to create, share, and discuss opinions, arguments, and perspectives (Copeland, 2005; Haroutunian-Gordon, 2014). Socratic seminars may occur during any of the four phases of instruction. After introducing the open-ended assignment and initiating a discussion in phase one, a teacher might share discussion rules in phase two and model, practice, and lead good discussions based on the open-ended assignment. In phase three, students themselves might lead a discussion, and in phase four the teacher might have students reflect on the discussion process and its conclusions and continue discussing and revising the results.

D i v i d e s ev e n c o o k i e s e q u a l l y a m o n g fo u r p a r t y g o e rs .

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P e r fo r m a n c e Ta s k s a n d P ro j e c t s

Performance tasks and projects often provide evidence of student understanding and demonstrate students’ ability to apply their learning to new and novel situations. They are also ideal vehicles for applying and integrating academic content with lifelong learning skills including research, critical thinking, creativity, collaboration, and communication (McTighe, Doubet, & Carbaugh, 2020). Performance tasks and projects are usually introduced during the setting-the-stage phase of instruction and follow steps similar to these. 1. The teacher shares the goals, what students will do to complete the task or project, and some introductory activities, such as brainstorming useful resources, sharing presentation expectations, and so on. 2. Students conduct research, analyze information and data, and begin developing products or performances. 3. Students complete a draft of their work. 4. Teachers share feedback on the drafts, which students use to improve their work. 5. Students work independently to improve and complete the products or performances. 6. Students polish their work, share it with others, and continue their investigation with renewed interest and understanding. The following are examples of different types of performance tasks and projects that support the development of a variety of lifelong learning goals. • Research projects: Students develop all or part of a research project around a topic related to the curriculum or a topic of interest. For example, elementary students might search the internet for information related to a question of interest to them and select the most reliable sources of

Performance tasks and projects are investigative activities, conducted over time, in which students pursue answers to interesting, relevant questions and problems. They enable students to conduct meaningful research, develop answers to questions, and share solutions to problems. Students also complete and share a product or a performance, such as a research paper, poster, brochure, diorama, design, or artwork, and often present to other students or to an outside group of community members. Some performance tasks and projects present students with an authentic, real-life problem to solve, asking them to develop and share complex but realistic solutions that they then share with outside experts in the field, who evaluate their performance.

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information. Information-processing activities—finding, noting, sorting, and synthesizing information and data—can be integrated into any unit in which students have a key question or theme to examine and find information (Fraser, 2018).

• Scientific investigation projects: At every level, students need to practice scientific investigation skills and apply the rules of science. Kindergarten students can investigate how plants survive; high school students can study how genetics affect organism survival. Beginning with preschool and through the high school years, students can make scientific observations, conduct experiments, and apply their learning by creating original experiments and investigations. • Persuasive writing projects: At every grade level, students need to learn about and discuss past and current issues, examine many points of view and perspectives, and develop persuasive arguments. For example, consider the following task, which is designed for learning how to connect historical and scientific information with current events and issues: Students research a current issue or problem and its historical context, and then write a position paper that argues for a way to improve the situation or deal with the problem. They must also incorporate historical facts and understandings to illustrate a deeper understanding of the problem or issue. Examples of possible issues or problems include civil rights, pollution, poverty, inequality, climate change, medical research, and health care. The task also develops students’ ability to write a coherent persuasive essay and gives students the opportunity to connect their learning to community experiences. In middle and high school, teachers may also ask students to find organizations and agencies that deal with the problem, interview people associated with these organizations, and volunteer with one or more of the organizations associated with the chosen problem and reflect on the volunteer work.

• Reading for understanding projects: At every level, students should be encouraged to read a wide variety of literature and texts, develop an understanding of the core ideas from that reading, and create interpretations and critiques of what they have read. Teachers may also ask students to reflect on both required and chosen literature by creating summaries, comments, and analyses. As students progress through the grades, they might also develop longer interpretive essays for their readings and learn how to write a coherent analysis for a piece of literature.

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• Mathematical problem-solving projects: Students may struggle to see a direct application or connection of mathematics to other subjects and to the outside world. One way students can learn mathematics principles and understand their applicability to the outside world and its connections to other subjects is to design a building, a city, or a playground. Such problem solving also helps students develop a variety of complex lifelong learning skills, such as critical and creative thinking. For example, researching and designing a dream house, including floor plans, a description of the interior, and materials to be used is an interdisciplinary mathematics project that has students working together in teams. Students also create a model of their homes and make a cost analysis for the interior of at least one room in the house. Finally, students would summarize the results of their work in a presentation (ENC Focus, 2002). • Art and career and technical education projects: Students can develop and apply their knowledge and skills of one or more arts or career and technical education areas through the following choice of performance tasks and projects.

Participate in a musical, dance, or theater performance.

Write a piece of original music or theater.

Create an original artwork.

Describe a piece of artwork or music, place it in its historical context, and interpret its meaning.

• Health and physical well-being projects: Schools usually provide students with a myriad of information about health and disease and use physical education classes to help students learn to play sports and games and to exercise. Although it is becoming more common, students have rarely been asked to answer such questions as, “How do I maintain my own health and physical well-being? What is a nutritionally appropriate diet? How do I maintain a vigorous lifestyle and physical fitness?” One appropriate project in this area is for students to learn how to combine health and physical information into a plan for healthful living and physical fitness. The healthful living design project might ask students to create a weeklong model of a healthful menu tailored to their needs and tastes for a week, followed by a discussion of why it is healthful. The project could also ask students to develop a weekly exercise plan that they could realistically follow. Teachers can also include other aspects of healthful living, such as disease prevention.

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Develop a new recipe.

Design a more efficient engine.

Redesign a hotel room for greater comfort and better aesthetics.

Here is one example of an authentic student task: Ninth-grade students in an interdisciplinary mathematics and science course spent the school year focusing on three essential questions: (1) How do things move?, (2) What makes them move?, and (3) How can we describe that motion? The teacher built the exploration of these questions around an authentic task: designing an amusement park ride. First, the teacher introduced students to the authentic learning task. She included many activities designed to provide background knowledge and understanding of the key mathematics and science concepts necessary to complete the task, such as inertia, centrifugal force, and centripetal force. Students spent a day at a nearby amusement park gathering data. Equipped with stop watches and a meter to measure gravity, they analyzed the rides in the park. During the debriefing after the trip, students discussed how the concepts they had learned applied to the amusement park rides. During classes following the field trip, the teacher pushed students to think about and deepen their knowledge to develop their own original plans for an amusement park ride. Through the use of challenging problems, she helped students examine the principles of time, distance, velocity, acceleration, deceleration, and the relationships among them, and discussed how these concepts relate to developing an amusement park ride. During the final stage of the unit, students wrote an extensive paper detailing their ride design, including diagrams, and providing technical information to show that their design was realistic and doable.

• Authentic projects: Authentic projects enable students to solve complex, messy, real-life problems that have no obvious and easy solution. Learning tasks might be focused around issues such as improving ways to clean streets, addressing poverty, designing an ideal city, figuring out better ways to distribute food in a pandemic, designing a new game to help students learn mathematics, increasing the general population’s health and wellness, or helping two countries solve long-term hostilities. Problem solving requires what Robert J. Sternberg (2019), professor of human development, calls an adaptive intelligence that enables students to redefine problems, review, research, and organize relevant information, develop and evaluate alternatives, suggest solutions, and develop implementation plans.

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• Passion projects: Passion projects are student-designed projects built around a student interest. For example, they can be developed around an author of interest, a career interest, a topic in a subject area, a musical or art interest, or a hobby. Passion projects can be part of the classroom or school experience at any level, or function as a culminating graduation project to ensure that students have developed lifelong learning skills. You can read more about these projects in The Passion Project: A Teacher’s Guide for Implementing Passion Projects in Your Classroom (Lester, 2016).

Visual learning tools (also called graphic organizers) transform content: into active knowledge using a rich integration of modali t i e s — v i s u a l , s p a t i a l , ve r b a l , a n d n u m e r i c a l — t o c re a t e conceptual rich models of their meaning. These acts of transformation take students from the basic information fo u n d i n t e x t s t o t h e h i g h e s t o rd e r s o f t h i n k i n g s e a mlessly, from building concrete content facts and vocabulary directly to the abstract conceptual understandings that are the basis for learning knowledge in every discipline (Hyerle, 2009, p. 2).

Another definition states that visual learning tools “help students collect information, make interpretations, solve problems, devise plans, and become aware of how they think” (Green, 2000, p. 1). Considerable research supports the value of using visual learning tools (Dean, Hubbell, Pitler, & Stone, 2012). “These strategies are powerful because they tap into students’ natural tendency for visual image processing” (Dean et al., 2012, p. 64). Visual learning tools can help a teacher in all four phases of instruction. For example, students can create or complete a visual organizer of their prior learning; they can help students visually organize new learning, synthesize and summarize learning, and produce a visual end product, such as a poster, to share with others. Multiple types of visual tools exist, including mind maps, picture webs, decision trees, analysis charts, before-and-after reading charts, story maps, and many more (McKnight, 2010, 2013). S e l f - R e f l e c t i o n Ac t i v i t i e s

Self-reflection activities enable students to pull together their thoughts and experiences, and articulate, demonstrate, and reflect on their learning through journals, structured activities, and reflective essays. They are useful during all four phases

V i s u a l Le a r n i n g To o l s

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Examples of the types of self-reflection activities that teachers might assign at any time during the K–12 experience and in any of the phases of instruction follow. • What I learned: Students share their perceptions of their most important learning from a daily lesson, for example, or a unit, course, grade level, or graduation. Sample questions follow.

What did you learn today (this week, this year)?

What were your most important academic learnings?

What understandings, skills, attitudes, and values have changed you and made a difference in your life? Why have these made a difference?

What significant learning experiences stand out for you? What were they? Why do you think that they are so significant?

• My experiences: Students reflect on their learning experiences and share the high and low points and their growth as individuals, such as through the following.

What do you like best about the learning experience? What would you like to change?

Reflect on your recent learning experiences. What were the high points? The low points? How do you see yourself changing?

What recommendations would you make to improve the learning experience in the future?

• Individual talents and interests: Students reflect on their own interests and talents through the following questions.

What can you do well? What would you like to do better?

of instruction. For example, in the setting-the-stage phase, self-reflections can help students recall what they have learned previously and think about how it relates to what they will be learning. Students can write what they know about the context of what they are about to learn. During phase two, self-reflections can help students summarize and explain their understandings and develop knowledge connections and relationships. During phase three, students can independently develop reflections on what they are learning, dig deeper into their learning, and apply their learning to new and novel situations. Finally, during closure in phase four, students can develop and present summaries and analyses of their learning to others.

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Write an autobiographical statement that outlines your current strengths, talents, and interests, both inside and outside school.

• Plans for the future: Students consider their next steps and short- and long-term goals for the future. What would you like to do when you grow up?

What could you do now to help you get there?

Develop a plan for your future, indicating the next steps and your short- and long-term goals for the future. The plan should include research about future educational goals and career options.

Lesson Design

With a four-phase instructional model, each phase has different goals and strategies. Therefore, it becomes difficult to develop a single model or framework for each lesson. Lessons will vary depending on the instructional phase, goals, subject area, and other variables. One way to think about lesson design in a four-phase instructional context is to ask the following questions during lesson planning. These lesson-planning questions are useful at any grade level and help place a lesson into a larger fourphase framework. • What phase of instruction dominates this lesson? • What are the lesson goals and outcomes? • What do you expect to accomplish at the end of the lesson? • What is the lesson’s sequence of activities? In what ways do the lesson activities engage students? • What are the lesson’s connections to previous lessons? • What are the lesson’s connections to follow-up lessons? As a practice, complete the reproducible “Instructional Plan for a Unit of Study” (page 79).

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Helpful Websites

• “Fourteen Activators That Will Give Your Lessons Pop” (Comprehension Connection, n.d.) at https://bit.ly/388jbC9 • Graphic Organizer Maker at https://bit.ly/351vGxu • “Interactive Notebooks: Meeting the Needs of English Language Learners” (Olivares, 2012) at www.esc4.net/users/0205 /inb_ell.pdf • Facing History and Ourselves: Socratic Seminar at www.facinghistory.org/resource-library/teaching-strategies /socratic-seminar • Vermont Writing Collaborative: Writing for Understanding at http://bit.ly/2ShNHkQ Visit go.SolutionTree.com/21stcenturyskills for live links to these and other resources.

Many websites are available to educators who wish to improve instruction using the four phases of instruction and sample activities.

REPRODUCIBLE

Reflections—Chapter 2 The following questions and activities should provoke and stimulate thought and discussion about lifelong learning instruction. • After reviewing the following underlying principles for lifelong learning instruction, what are their key ideas? After summarizing them, answer the following question: What might teachers do differently to put these principles into practice?

2. Productive struggle and independent learning 3. Grow th and improvement through assessment and feedback • Review the idea of learning progressions and then answer the following questions: What do learning progressions suggest for the way individual classroom instruction should be organized? How can teachers and schools develop a better progression of understandings and skills over time?

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

1. Research-based learning

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Action Steps—Chapter 2 C onsider taking the following action steps to improve lifelong learning instruction. • Use the reproducible “Lifelong Learning Instruction Recommendations” (page 78) to help you review and reflect on the major instructional ideas in this chapter. Then develop and record a brief action plan for each idea.

• C onduct fur ther research on one activit y in this chapter that interests you in the Phase -Related Instructional Strategies section (page 51). If you have the oppor tunit y, pilot it to see how it works in the classroom. Then determine whether the activit y did indeed promote the goals of lifelong learning. C onsider these questions: Did the work promote a grow th mindset ? Were students more interested and engaged in learning? Did they build a better foundation of lifelong learning understandings and skills? Were they able to work independently or interdependently ? Did their work improve? • Use the reproducible “Instructional Plan for a Unit of Study ” (page 79) to develop a four-phase instructional plan for a single unit . If possible, pilot the unit to determine its strengths and weaknesses.

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

• Create a list of people and places who might be able to add to student learning experiences, including family members, friends, coworkers, businesses, college and universit y contacts, nonprofit organizations, local museums, and others. Which of these might realistically be helpful in expanding student experiences as visitors to the classroom, places to visit , and people to inter view ?

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Lifelong Learning Instruction Recommendations Use this chart to help you review and reflect on the major instruction ideas in this chapter, as identified in the left column. Then, in the right column, develop and record a brief action plan for each idea. Action Plan Recommendations

The four-phase instructional model and related activities

The five general lifelong learning teaching activities

Research-based learning

Productive struggle and independent learning

Grow th and improvement through assessment and feedback

Learning progressions

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

Lifelong Learning Instruction Ideas

REPRODUCIBLE

Instructional Plan for a Unit of Study D e v e l o p a fo u r- p h a s e i n s t r u c t i o n a l p l a n fo r a u n i t o f s t u d y. B r i e f l y d e s c r i b e t h e ke y activities in each phase. Unit: Grade level: Instructional Phase

Instructional Plan

S etting the stage

Building the foundation

D eepening learning

Providing closure

Teaching for Lifelong Learning © 202 1 Elliott S eif • S olutionTree.com Visit go.SolutionTree.com/21stcentur yskills to download this free reproducible.

Subject:

Bena Kallick

Cofounder and Codirector, Institute for Habits of Mind and Habits Personalized

Carol Ann Tomlinson

William Clay Parrish Jr. Professor, School of Education and Human Development, University of Virginia

TEACH I NG for LIFELONG LEARNING

TEACHING for LIFELONG LEARNING

Visit go.SolutionTree.com/21stcenturyskills to download the free reproducibles in this book.

ISBN 978-1-951075-47-7 90000

9 781951 075477

ELLIOTT SEIF

SolutionTree.com

z Know what lifelong learning criteria to look for when auditing an existing curriculum or choosing or designing a new one

TEACHING for LIFELONG LEARNING How to Prepare Students for a Changing World